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Science lesson plan · 5th grade (Year 6 in England) · 30 minutes

Circuit symbols, cells and voltage

Electricity and magnetism

CCSS NGSS.4-PS3-2England: KS2 Y6 Electricity

Objective and success criteria

Students will: Circuit symbols, cells and voltage.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Simple circuits

Leads to: Current, voltage and resistance (V = IR); Brighter or dimmer? Changing cells and bulbs

Materials: Circuit kits (cells, wires, bulbs), Circuit symbol cards, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Simple circuits). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Why should you never poke anything into a mains socket? (Sockets have no electricity / It might break the toy / It is not dangerous / Mains electricity can give a dangerous, even deadly, electric shock) → Mains electricity can give a dangerous, even deadly, electric shockPrompt: Mains voltage is much higher than a battery's.
  2. Circuits: which statement is NOT true? (A cell (battery) pushes the current around a circuit. / Electricity is used up as it goes round a circuit, so less comes back. / A circuit must be complete for current to flow. / An open switch stops the current.) → Electricity is used up as it goes round a circuit, so less comes back.Prompt: Does current get used up in a series circuit?
  3. Which circuit needs to be complete for a bulb to light? (two cells with no wires / an unbroken loop from the cell through the bulb and back / a bulb on its own / one wire from the cell to the bulb) → an unbroken loop from the cell through the bulb and backPrompt: Electricity needs a complete path.

Hook · 3 min

  • Show a circuit with a gap and ask why the bulb doesn't light.
  • Share the objective: Circuit symbols, cells and voltage. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: A gap in a line with a small hinged line (lifted up) stands for…
  • Step 1: An open switch is drawn as a lifted line leaving a gap.
  • Step 2: So the answer is: an open switch
  • Answer: an open switch
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. In a circuit diagram, a long thin line next to a short thick line stands for… (a cell / a motor / a bulb / a switch) → a cellPrompt: The long line is the positive terminal.
  2. A circle with a cross inside it stands for… (a cell / a lamp (bulb) / a buzzer / a resistor) → a lamp (bulb)Prompt: It looks like a glowing filament.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. A gap in a line with a small hinged line (lifted up) stands for… (a bulb / an open switch / a cell / a closed switch) → an open switchPrompt: The gap means the circuit is broken.
  2. A circle with the letter M inside stands for… (a magnet / a motor / a meter / a mirror) → a motorPrompt: The letter is a clue.

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Simple circuits.
  • Use concrete materials: circuit kits (cells, wires, bulbs).
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Current, voltage and resistance (V = IR); Brighter or dimmer? Changing cells and bulbs.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-5.

Free lesson plan from eurekami.com/lesson-plan-builder

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Circuit symbols, cells and voltage

Name

Date

Score/ 6

  1. Question 1

    How many lamps (bulbs) are in this circuit diagram?

    Answer

  2. Question 2

    Why do scientists draw circuits with symbols instead of pictures?

    • A. Symbols are prettier
    • B. Pictures are not allowed
    • C. Symbols make circuits work better
    • D. Symbols are quick to draw and understood everywhere

  3. Question 3

    Each cell gives 1.5 V. A battery is made of 2 cells joined end to end (in series). What is its total voltage, in volts?

    AnswerV

  4. Question 4

    A gap in a line with a small hinged line (lifted up) stands for…

    • A. a bulb
    • B. an open switch
    • C. a closed switch
    • D. a cell

  5. Question 5

    How many cells are in this circuit diagram?

    Answer

  6. Question 6

    Each cell gives 1.5 V. A battery is made of 1 cells joined end to end (in series). What is its total voltage, in volts?

    AnswerV

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Answer key: Circuit symbols, cells and voltage

  1. 1. 1

  2. 2. D. Symbols are quick to draw and understood everywhere

  3. 3. 3 V

  4. 4. B. an open switch

  5. 5. 3

  6. 6. 1.5 V